flew  J^ork  Colleoe 
foe  tbe  ^rainino  of  tleacbers 


Horace  Mann  School 

1892-93 

9  University  Place 


New  York  College  for  the  Trainin 
of  Teachers. 


BOARD  OF  TRUSTEES. 

Spencer  Trask,  Chairman  of  the  Board. 
William  F.  Bridge,  Secretary  of  the  Board. 


Melbert  B.  Cary. 
Nicholas  Murray  Butler. 
Miss  Grace  H.  Dodge. 
Mrs.  Peter  M.  Bryson. 
Arthur  M.  Dodge. 
Mrs.  Joseph  H.  Choate. 

Peter 


George  W.  Vanderbilt. 
David  H.  Greer,  D.D. 
John  H.  McIlvaine,  D.D. 
Henry  Villard. 
William  Greenough. 
Mrs.  William  B.  Rice. 
Olney. 


faculty. 


Walter     Lowrie  Hervey, 
A.M., 
President. 

Charlotte  Louisa  Williams, 

Principal  of  the  College. 

Angeline  Brooks, 

Professor  of  Kindergarten  Meth- 
ods. 

Director  of  the  Kindergarten. 

Tohn    Francis  Woodhull, 
A.B., 

Professor  of  Natural  Science. 
Director  of  the  Department  of 
Domestic  Economy. 

Theodore  Frelinghuysen 
Seward, 
Professor  of  Vocal  Music. 

Sara  D.  Jenkins, 

Professor  of  the  Science  and  Art 
of  Teaching. 

Principal  of  the  School  of  Obser- 
vation and  Practice. 


Elizabeth  A.  Herrick, 

Professor  of  Form  Study  and 
Drawing. 

Charles  Alpheus  Bennett, 
B.S., 

Professor  of  Mechanic  Arts. 

John   Franklin  Reigart, 
A.B., 

Professor  of  Psychology  and  the 
History  of  Education. 

Lucy  Maynard  Salmon,  A.M., 

Lecturer  on  Methods  of  Teaching 
History. 

Louise  Manning  Hodgkins. 
A.M., 


Lecturer  on  Methods  of  Teaching 
English  Literature. 

Andrew  S.  Draper,  LL.D., 

Lecturer  on  the  Relations  of  the 
Teacher  to  the  State. 


Frank  Edson  Hale, 

Instructor  in  Wood-working. 

Helen  Kinne, 

Assistant  in  the  Department  of 
Domestic  Economy. 

Mary  Lester  Bickford, 

Assistant  in  the  Department  of 
the  Kindergarten. 

Flora  Emily  Mann. 

Assistant  in  the  Department  of 
the  Kindergarten. 

Ethel  Cushing, 

Assistant  in  the  Department  of 
Form  Study  and  Drawing. 


Emma  Jane  Fowler, 

Instructor  in  Domestic  Economy. 

Anna  Amelia  Schryver, 

Instructor  in  Natural  Science. 

Margaret    Stanton  Law- 
rence, A.B., 
Instructor  in  Physical  Culture. 

Frank  Holland  Ball, 

Instructor  in  Wood-working. 

George  Herbert  Nutt,  B.S., 

Instructor  in  Wood-working. 

Anna  Gray  Jenkins, 

Assistant  in  the  Department  of  the 
Science  and  Art  of  Teaching. 


iborace  /iDann  Scbool, 

Sara  D.  Jenkins       .       .  Principal. 


Mary    Adelaide  Edwards, 
A.B., 

Instructor  in  the  High  School. 

Anna  Helene  Palmi£,  A.B., 
Instructor  in  the  High  School. 

Mary  Tibbitts  Almy, 

Instructor  in  the  High  School. 

Mary  Bronson  Gillmore, 
Instructor  in  Grammar  Grade. 


Ida  Elizabeth  Robbins, 

Instructor  in  Intermediate  Grade. 

Amy  Schussler, 

Instructor  in  Primary  Grade. 

LUCETTA  DANIELL, 

Instructor  in  Kindergarten. 

Lilian  Denio, 

Librarian . 


SOME  FOUNDATION  PRINCIPLES. 


"Two  grand  qualifications  are  equally  necessary  in  the  edu- 
cation of  children  —  Love  and  Knowledge." — Horace  Mann. 

"  The  end  and  aim  of  our  work  should  be  the  harmonious 
growth  of  the  whole  being." — Froebel. 

"A  complete  education  implies  the  training  of  the  hand  in 
connection  with  the  training  of  the  mind." — James  MacAlister. 

"  Educate  towards  a  knowledge  of  truth,  a  love  of  the  beauti- 
ful, a  habit  of  doing  the  good." — William  T.  Harris. 

"  The  school  is  the  place  for  education  in  intelligent  patriotism 
and  citizenship." — Benjamin  Harrison. 

"Manual  training  is  mental  training  through  the  hand  and 
eye,  just  as  the  study  of  history  is  mental  training  through  the 
memory  and  other  powers.  It  is  a  mental  tonic ;  it  strengthens 
and  broadens  every  mental  activity."  —  Nicholas  Murray 
Butler. 

"  The  use  of  tools  and  the  teaching  of  cooking  and  sewing 
are  as  truly  educational  as  any  of  the  familiar  features  of  the  pub- 
lic school  ;  they  supply  desirable  elements  which  can  be  obtained 
as  well  from  no  other  source  j  they  are  not  only  compatible  with 
the  integrity  and  dignity  of  the  school  system,  but  they  promise 
greatly  to  increase  the  general  interest  in  the  schools,  if  not  to 
become  the  very  salvation  of  the  school  system  itself." — Francis 
A.  Walker. 


5 


HE  Horace  Mann  School  is  related  to  the  New  York  College 


for  the  Training  of  Teachers  as  its  School  of  Observation 
and  Practice. 

From  this  fact  it  follows  that  the  supervision  and  instruction 
of  each  pupil  in  the  school  is  in  the  hands  not  only  of  a  staff  of 
expert  teachers  but  of  a  faculty  of  specialists,  to  whom  the  effi- 
ciency of  the  school  is  a  matter  of  professional  concern. 

The  studies  pursued  and  the  methods  of  teaching  employed 
are  designed  to  develop  power  no  less  than  to  afford  culture  ;  an 
all-round  development  is  sought  through  manual  training,  music, 
and  gymnastics,  as  well  as  through  those  subjects  usually  taught 
in  schools  ;  the  individual  pupil,  not  the  class,  is  the  unit. 

The  Horace  Mann  School  is  complete  ;  its  pupils  may  spend 
the  entire  period  of  school  life  in  one  school  under  unity  of  plan 
and  under  a  uniform  administration. 


6 


Horace  Mann  School. 


THE  KINDERGARTEN. 

The  school  life  of  the  child  may  begin,  at  the  age  of  three  or 
four  years,  in  the  Kindergarten,  where  he  may  spend  a  short 
three  hours  daily.  The  work  is  conducted  by  the  Director  of  the 
Kindergarten,  with  competent  assistance,  and  is  designed  to  lay 
the  foundation  for  all  future  education  by  the  rational  awakening 
of  the  child's  mental  powers. 

In  the  singing,  in  the  morning  talk,  and  in  the  games  the 
activities  of  the  child  are  awakened  and  guided  in  their  opera- 
tions and  he  learns  by  association  with  others  lessons  of  unself- 
ishness and  true  politeness.  In  the  gifts  and  occupations,  on  the 
other  hand,  he  not  only  learns  to  invent  and  to  construct,  to 
model  and.  to  draw,  but,  by  being  allowed  a  measure  of  freedom 
in  both  work  and  play,  he  gains  independence,  self-reliance  and 
self-command.  When  the  proper  stage  of  advancement  has  been 
attained,  which  usually  occurs  not  later  than  the  sixth  year,  he 
enters  the  Primary. 

THE  ELEMENTARY  SCHOOL. 

The  work  between  the  Kindergarten  and  the  High  School  is 
planned  to  occupy  a  period  of  eight  years,  but  may  be  abbrevi- 
ated or  prolonged  as  the  ability  of  the  pupil  may  require. 

In  the  primary  grade  the  work  begun  in  the  Kindergarten  is 
continued,  with  such  modifications  as  are  demanded  by  increased 
power  and  maturity  of  the  pupil.  To  this  is  added  systematic 
instruction  in  reading,  penmanship,  number,  and  science-or 
nature-lessons.  In  all  the  work  at  this  early  age  in  the  acquisi- 
tion of  power  to  use  symbols,  the  closest  relation  is  preserved 
between  the  thought  and  the  symbol.    Number-lessons  begin  with 


7 


the  concrete  study  of  quantity  in  its  limitations  of  form  and  size,  in 
order  to  make  intelligent  preparation  for  the  use  of  figures.  The 
effort  is  made  to  combine  the  best  adaptation  of  the  Grube  system 
of  teaching  number  with  such  study  of  form  as  shall  develop  in 
the  higher  grades  into  parallel  courses  of  arithmetic  and  geometry. 

The  study  of  form  and  color  is  continued,  beginning  with 
the  first  year  in  school,  each  being  an  integral  part  of  the  whole 
scheme.  Clay  is  used  for  the  child's  first  means  of  expression 
and  the  typical  solids  and  the  forms  based  on  these  are  modeled. 
In  the  drawing,  even  in  the  most  elementary  stage,  the  effort  is 
to  make  the  work  free  and  unconstrained,  and  with  this  end  in 
view  much  practice  is  given.  The  plane  figures  derived  from 
the  solids  are  studied,  drawn,  cut  from  colored  paper,  arranged 
and  pasted  as  a  beginning  in  decoration.  Color  is  taught  with 
especial  reference  to  the  education  of  the  color  sense.  Historic 
ornament  is  associated  with  decoration  throughout  the  entire 
school  course. 

In  reading  the  sentence  method  is  used  and  from  the  first 
simple  lesson  the  pupil  is  led  to  group  words  naturally,  to  read 
while  under  the  control  of  thought.  The  early  lessons  are  given 
from  the  blackboard  in  script,  and  incidentally  and  by  imitation 
it  soon  follows  that  a  knowledge  of  penmanship  is  acquired. 

*  The  graded  lessons  in  elementary  science  contribute  subject- 
matter  for  the  blackboard  reading  lessons.  The  science  lessons 
are  arranged  with  reference  to  the  changing  seasons  in  order  to 
take  advantage  of  the  material  that  nature  presents.  The  school 
has  a  yearly  permit  admitting  to  the  use  of  parks  and  giving 
freedom  in  the  collecting  of  necessary  specimens.  The  course 
includes  an  extended  study  of  the  life  of  typical  plants  from  the 
fruit  to  the  production  of  fruit  again,  lessons  concerning  the  life 
and  characteristics  of  animals,  the  more  common  minerals,  and 
simple  experiments  in  physics  and  chemistry. 

The  foundation  for  the  study  of  history  and  geography  is  laid 
in  observation  of  the  weather,  movements  of  the  sun,  departure 
and  return  of  birds,  changes  in  vegetation,  and  in  the  relating  of 
carefully-selected  stories  told  by  the  teacher  and  reproduced 
orally  by  the  pupils.    These  stories  taken  from  the  classic  iit- 

8 


eratures  of  the  world  are  designed  to  place  before  the  children 
types  of  human  character  and  of  human  situations  that  may 
afford  true  guidance  in  the  studies  and  conduct  of  later  years. 
A  series  of  eight  judiciously  arranged  and  attractively  related 
stories  of  the  boy,  the  man,  and  the  discoverer,  Christopher 
Columbus,  has  proved  that  the  historic  sense  exists  in  even  the 
youngest  children. 

It  is  found  that  manual  training,  in  this  grade  as  in  every 
grade,  not  only  affords  training  to  the  judgment,  the  executive 
faculty  and  the  power'  of  expression  as  well  as  to  the  will,  but 
gives  healthful  recreation  by  so  varying  the  exercises  of  the 
school  day  that  the  study  of  books  alternates  with  the  study  of 
things,  and  the  hand,  the  eye  and  the  mind  supplement  and 
relieve  one  another.  Music  by  the  Tonic-Sol- fa  system  is  taught 
here,  as  in  every  grade  of  the  school,  and  systematic  gymnastic 
exercise  is  afforded. 

The  next  six  years  are  spent  in  the  Intermediate  and  the 
Grammar  grades,  where  the  same  general  principles  are  applied 
in  the  teaching  of  the  same  subjects  in  their  broader  develop- 
ment and  fuller  detail.  An  effort  is  made  not  only  to  secure 
complete  development  through  the  teaching  of  all  the  subjects 
of  a  complete  curriculum,  but  to  impress  upon  the  children  the 
mutual  relationship  and  dependence  of  the  different  branches. 

In  reading  the  end  sought  is  to  make  children  lovers  of  good 
literature.  So  long  as  the  process  of  reading  is  slow  and  labori- 
ous there  will  be  a  corresponding  antipathy  for  engaging  in  it. 
The  immediate  object  is,  therefore,  to  give  the  reader  the 
ability  to  look  beyond  the  written  expression  to  the  meaning. 
The  constant  endeavor  of  the  teacher  is  to  cultivate  the  power  of 
thought-gleaning,  both  in  silent  and  oral  reading,  applying 
reproduction  as  the  test  of  success.  The  pupils  receive  constant 
training  in  word  analysis  and  in  the  use  of  the  dictionary.  From 
the  reproductions  in  reading,  the  transition  to  lessons  in  lan- 
guage is  easy  and  natural,  and  these  in  turn  furnish  material  for 
the  study  of  grammatical  analysis  and  construction.  All  lessons 
are  made  to  re-enforce  the  work  in  language,  incidentally  in  the 
oral  work  and  directly  in  the  written  reproductions.  Students 


9 


of  this  grade  have  access  to  the  library  and  no  phase  of  the  work 
is  of  greater  interest  than  the  time  spent  in  the  Bryson  Library. 
Here,  under  the  supervision  of  the  librarian  and  the  teacher  of 
the  grade,  the  pupils  learn  to  use  books  of  reference  in  history, 
travel,  biography  and  science,  as  supplementing  the  text-book, 
and  are  afforded  an  opportunity  for  systematic  reading.  In  the 
last  year  of  the  grammar  school  either  Latin  or  German  may 
be  begun. 

In  mathematics  the  instruction  includes  written  arithmetic 
and  constructive  geometry.  All  new  topics  are  introduced  orally 
and  objectively,  the  effort  being  to  train  the  pupils  to  intelligent 
thinking  and  right  habits  of  investigation  rather  than  to  auto- 
matic work  in  accordance  with  memorized  rules. 

Geography,  viewed  as  the  study  of  the  earth  as  the  home  of 
man,  is  found  to  be  the  natural  approach  to  a  group  of  related 
subjects;  on  its  physical  side  correlating  with  natural  science, 
on  its  political  side,  with  history.  In  the  study  of  both  aspects, 
lifeless  aggregates  of  unrelated  facts  give  place  to  unified,  and 
hence  living,  knowledge.  The  systematic  work  in  history  in  this 
grade  includes  the  discovery,  exploration  and  colonization  of 
America ;  the  growth  and  development  of  the  United  States  to 
the  present  time  ;  and  elementary  studies  in  civil  government. 

The  lessons  in  science,  given  in  the  form  of  object  lessons  on 
animals,  plants  and  minerals,  are  reproduced  in  the  classes  in 
language  and  geography.  Interesting  books  on  natural  history 
are  provided  in  the  class-room  to  satisfy  the  desire  for  informa- 
tion which  the  object  lessons  create.  Sewing,  in  the  lower 
classes,  is  made  a  study  not  only  of  stitches  but  of  textiles  and 
textile  processes.  The  principles  of  cookery,  illustrated  by  the 
preparation  of  simple  dishes,  and  the  principles  of  hygiene,  are 
studied  in  their  relations  to  physiology  and  chemistry. 

Particular  attention  is  given  at  this  stage  to  pictorial  drawing, 
care  being  taken  to  cultivate  the  seeing  before  the  drawing.  In 
decoration  plant-forms  are  adapted  to  ornament. 

In  constructive  work  the  stick-laying  and  paper-folding  and 
cutting  of  the  Primary  grade  is  followed  in  the  Intermediate 
grade  by  paper-working  in  the  construction  of  type  solids  and 


10 


elementary  wood-working,  requiring  the  use  of  the  bracket-saw 
and  the  knife.  In  the  Grammar  grade  are  given  exercises  requir- 
ing the  use  of  a  greater  variety  of  tools.  The  course  includes 
the  common  forms  of  joints,  simple,  useful  articles,  and  the  ele- 
ments of  wood  carving,  and  is  accompanied  by  work  in  mechani- 
cal drawing.  Wood-working,  on  the  one  hand,  articulates  with 
geography,  history,  science  and  language,  through  discussion  of 
woods  in  their  history,  occurrence,  and  functions  in  nature,  mode 
of  preparation,  physical  and  chemical  properties,  uses  in  com- 
merce and  the  arts,  and  the  study  of  historic  forms  in  carving  ; 
and,  on  the  other  hand,  with  form  stady,  drawing  and  geometry, 
through  the  constant  illustration  of  practice  by  theory  and  the 
application  of  theory  in  practice. 

THE  HIGH  SCHOOL. 

In  the  High  School  course  of  four  years,  students  may  pre- 
pare, by  appropriate  courses  :  (i)  for  entrance  to  the  New  York 
College  for  the  Training  of  Teachers  ;  (2)  for  entrance  to  other 
professional  schools,  or  for  colleges  and  technical  schools  ;  or  (3) 
for  citizenship  and  the  active  duties  of  life.  The  curriculum 
includes  English,  history,  mathematics,  Latin,  Greek,  German, 
French,  science,  manual  training,  physical  exercise  and  music. 

English  is  studied  daily  throughout  the  course,  and  embraces 
higher  English  grammar,  rhetoric,  the  study  of  words,  the  com- 
mitting to  memory  of  choice  selections  ;  the  reading  and  appre- 
ciative study  of  standard  works  in  American  and  English  litera- 
ture ;  constant  drill  in  writing,  not  upon  conventional  subjects, 
but  upon  interesting  topics  arising  in  the  work  in  history,  litera- 
ture, science,  art  and  manual  training.  In  the  written  work 
emphasis  is  laid  upon  correct  punctuation,  proper  division  of 
paragraphs,  and  clearness  of  style. 

The  course  in  history  includes  a  study  of  Grecian,  Roman 
and  English  history ;  the  political  history,  the  government  and 
institutions  of  the  United  States. 

Mathematics  embraces  plane  geometry,  algebra,  solid  geom- 
etry and  commercial  arithmetic  in  the  order  named.    The  inven- 


1 1 


tional  or  constructive  geometry,  studied  in  connection  with  form 
study  and  drawing  in  the  later  years  of  the  preceding  grades, 
gives  such  command  of  principles  and  processes  in  the  concrete 
that  pupils  may  pursue  the  abstract  study  unburdened  by  a  text- 
book which  requires  them  to  follow  laboriously  the  thought  of 
another  instead  of  independently  thinking  out  original  proofs. 

Latin  is  taught  as  being  the  basis  of  appreciative  use  of  Eng- 
lish and  as  an  indispensable  means  of  gaining  discipline  and 
culture.  The  method  employed  is  the  one  best  calculated  to 
train  the  power  to  observe,  to  think  and  to  appreciate  while  giv- 
ing most  thorough  command  of  the  language.  The  facts  and 
principles  of  the  language  are  learned  from  the  direct  study  of 
the  text  rather  than  of  the  grammar.  The  grammar  is  used  as 
affording  convenient  and  systematic  classification.  The  course 
embraces  the  reading  of  easy  stories,  Caesar,  Vergil,  Cicero,  with 
Latin  writing  and  reading  at  sight. 

German  includes  the  reading  and  relating  of  easy  stories  ;  a 
systematic  study  of  the  grammar ;  exercises  in  translating  from 
English  into  German ;  the  study  of  some  work  of  Goethe. 
Schiller  or  Lessing,  the  writing  in  German  of  criticisms  and 
analyses  based  on  the  text.  The  aim  is  to  give  facility  in  speak- 
ing and  reading  the  language  and  to  lead  the  student  to  appre- 
ciate some  of  its  best  literary  productions. 

Elementary  Science  includes  methodical  study  of  the  natural 
sciences  for  the  purpose  of  acquiring  a  knowledge  of  their  sub- 
ject-matter, in  this  respect  differing  from  the  science  work  done 
in  the  lower  grades  of  the  school.  The  students  perform  their 
own  experiments  in  the  laboratory  and  their  work  is  expected 
(i)  to  make  them  careful  experimenters,  (2)  to  make  them  ac- 
curate observers,  (3)  to  teach  them  to  draw  correct  and  honest 
inferences,  and  (4)  to  show  them  how  to  acquire  and  appreciate 
scientific  information. 

The  method  of  treating  a  topic  is  somewhat  as  follows  :  The 
subject  is  first  presented  to  the  pupils  in  the  form  of  queries.  If 
these  queries  are  capable  of  being  answered  by  experiment,  the 
class  is  sent  to  the  laboratory  with  definite  directions  and  with 
definite  questions  in  their  minds  :  if  the  queries  involve  an  appeal 


12 


to  nature,  or  to  some  plant,  animal  or  mineral,  the  answer  is 
sought  by  directly  investigating  these ;  if  the  answers  are  to  be 
found  by  visiting  factories  or  by  quizzing  people  or  by  searching 
books,  these  sources  are  consulted.  A  collection  of  most  of  the 
common-school  text-books  is  kept  in  a  book-case  in  the  labora- 
tory, and  pupils  are  chiefly  trained  in  the  method  and  in  the 
habit  of  using  a  reference  library.  This  investigation  proceeds 
for  several  lessons  under  the  constant  guidance  of  teachers  who 
give  much  attention  to  training  the  individual  pupils  in  the  art 
of  careful  experimenting  and  in  the  habit  of  making  accurate 
observations  and  keeping  record,  with  drawings  both  of  appar- 
atus and  of  objects.  The  facts  which  have  been  gathered  are 
then  correlated  and  the  pupils  are  trained  to  draw  conclusions 
with  great  care,  tempering  reasoning  with  judgment  and  common 
sense.  Finally,  the  matter  contained  in  the  pupils'  text-book 
upon  the  topic  in  hand  is  studied  and  recited  upon,  and  after 
several  topics  have  been  covered,  a  written  examination  is 
held. 

The  slow  development  of  the  subject  described  above  is  found 
to  give  not  only  information,  but  also  the  mental  training  neces- 
sary to  the  appreciating  of  information.  The  text-book  is  studied 
to  help  the  pupil  in  putting  into  the  best  form  of  words  the  knowl- 
edge which  he  has  acquired  at  first  hand,  and  in  fixing  in  the 
memory  the  results  obtained. 

The  work  in  clay  is  from  vegetable  and  animal  forms  ;  the 
pictorial  drawing  is  from  groups  of  solids,  objects  and  natural 
forms.  In  constructive  drawings,  sections  are  taught,  and 
developments  of  solids  are  drawn  with  instruments,  cut  and 
pasted.  In  decoration,  particular  attention  is  given  to  the  history 
of  ornament.  In  the  fourth  year  there  is  special  study  in  light 
and  shade,  the  medium  used  being  charcoal.  In  all  the  classes 
the  nature  work  is  planned  for  the  beginning  and  end  of  the 
school  year.  Throughout  the  school  the  object  in  all  the  work  is 
to  cultivate  true  and  accurate  observation  and  expression. 

The  wood-working,  which  is  taught  for  its  educational  value, 
is  correlated;kwith  drawing,  modeling,  science  and  history.  It 
includes  a  course  in  joinery  and  the  construction  of  scientific 


13 


experimental  apparatus  ;  courses  in  wood-carving,  many  of  the 
designs  of  which  have  a  historic  value  ;  and  courses  in  wood- 
turning  and  pattern  making. 

Systematic  physical  exercise  and  instruction  in  vocal  music 
form  a  part  of  the  curriculum  of  every  grade. 

A  certain  portion  of  each  day  is  set  apart  for  worship,  and  it 
is  not  forgotten  that  the  end  of  every  school  exercise  is  to  form 
character,  and  to  prepare  for  intelligent  and  faithful  citizenship. 

The  elective  system  has  been  introduced  into  the  high 
school  in  order  that  the  course  of  each  student  may  be  adapted 
to  his  individual  needs,  and  that  specialization,  within  wise  limits, 
may  be  encouraged.  This  system  operates  to  increase  the 
number  of  courses  offered,  to  enrich  each  course  and  to  remove 
the  disadvantages  of  the  class  system. 

English,  including  rhetoric,  composition  and  literature,  with 
history  and  civil  government,  are  required  of  each  student 
throughout  the  course.  In  every  other  subject  a  four  years' 
course  is  offered,  but  from  one  to  two  years  only  are  required. 
No  one  is  permitted  to  study  more  than  two  foreign  languages 
at  one  time  or  to  begin  more  than  one  at  a  time. 

COLLEGE  PREPARATORY  SECTION. 

In  the  College  Preparatory  Section  are  placed  pupils  who  are 
to  receive  preparation  for  colleges,  or  for  professional  or  technical 
schools,  as  well  as  all  those  whose  work  involves  special  devia- 
tion from  the  general  course.  No  class  is  formed  in  any  subject 
unless  a  sufficient  number  are  ready  to  enter  it.  Here,  as  in  the 
other  departments  of  the  school,  education  is  considered  the  end, 
and  examinations  merely  an  incident  of  school  life,  and  in  no  case 
may  the  former  be  sacrificed  to  the  latter  by  the  admission  of 
pupils  who  are  to  be  coached  rather  than  educated. 

Preparation  for  college  since  it  involves  the  meeting  of  varied 
requirements  and  necessitates  the  provision  of  special  facilities 
for  individual  treatment,  requires  a  corresponding  increase  in  the 
rate  of  tuition.  Those  who  intend  to  enter  college,  however, 
should  proceed  as  far  as  possible  in  the  general  course,  entering 


14 


the  College  Preparatory  Section  for  the  specific  work  of  the 
final  years. 

The  tuition  fees  are  as  follows,  payable  semi-annually  in 
advance : 

Elementary  School : 

Kindergarten   $25.00 

Primary  and  Grammar   40.00 

High  School   50.00 

College  Preparatory  Section     ....  150.00 

School  books  are  furnished  free  to  all  pupils  below  the 
High  School. 

It  is  understood  that  each  pupil  is  entered  for  the  entire  year. 
In  case  of  protracted  absence  or  withdrawal  due  to  sickness  the 
loss  is  divided  equally  between  the  pupil  and  the  school. 

Application  for  entrance  may  be  made  during  June  and  Sep- 
tember. The  Principal  of  the  School  will  be  at  the  school  Sep- 
tember 12-17  t0  meet  applicants  for  admission.  School  begins 
on  Monday,  September  19. 

The  Circular  of  Information  of  the  New  York  College  for  the 
Training  of  Teachers  will  be  sent  to  applicants. 

SARA  D.  JENKINS,  Principal, 

9  University  Place,  New  York  City. 


WALTER  L.  HERVEY, 

President. 


Avery  Architectural  and  Fine  Arts  Library 
Gift  of  Seymour  B.  Durst  Old  York  Library 


izx  Htbris 


SEYMOUR  DURST 


ORT   NEW  A.M.S  TERDA.H  jftfiBBt       (NEW  YORK  )  ,  1651 


T^ben  you  /fwe,  please  leave  this  book 

Because  it  has  been  said 
"£ver'thing  comes  t'  him  who  waits 

Except  a  loaned  book." 


